Rhythmic Abilities of Adolescents and Adults with Williams Syndrome

2011 ◽  
Vol 29 (1) ◽  
pp. 79-91 ◽  
Author(s):  
Pastora Martínez-Castilla ◽  
María Sotillo ◽  
Ruth Campos

although rhythmic abilities have often been described as strengths within the cognitive profile of individuals with Williams syndrome (WS), the literature in this respect is limited and has offered inconsistent results. In this study, 20 adolescents and adults with WS and a control group of 40 typically developing individuals matched for chronological age were presented with a rhythmic patterns discrimination task and a rhythmic patterns reproduction task. Individuals with WS performed significantly lower than their control peers in both tasks. In addition, rhythmic impairments in WS were explained by the cognitive deficits that are characteristic of the syndrome. These results suggest that rhythmic performance in individuals with WS is affected by their cognitive deficits and that rhythmic skills in WS are not independent of general cognition.

2008 ◽  
Vol 25 (5) ◽  
pp. 449-469 ◽  
Author(s):  
Pastora Martíínez-Castilla ◽  
Maríía Sotillo

Musical skill has been included among the phenotypic strengths in Williams syndrome (WS), often considered as a superior ability. Nevertheless, limited research has been carried out on this skill. Singing abilities of a group of individuals with WS were compared with those of a control group of typically developing participants matched for chronological age. Both objective acoustic measurements and musicians' and nonmusicians' perceptions were obtained from singing tasks. Results showed that singing abilities were not superior or excellent in WS. Furthermore, singing abilities in individuals with WS could be impaired in comparison with typically developing peers.Music training facilitated sung performance in both participants with WS and their controls. However, only individuals with WS showed disadvantages in learning music. Results do not support the general view regarding outstanding musical abilities in WS.


2005 ◽  
Vol 32 (2) ◽  
pp. 427-438 ◽  
Author(s):  
THIERRY NAZZI ◽  
ALISON GOPNIK ◽  
ANNETTE KARMILOFF-SMITH

The present study investigates whether five-to-six-year-old children with Williams syndrome (N=8) can form new object categories based on naming information alone, and compares them with five groups of typically developing children aged 2;0 to 6;0 (N=34 children). Children were presented with triads of dissimilar objects; all objects in a triad were labelled, two of them with the same pseudoname. Name-based categorization was evaluated through object selection. Performance was above chance level for all groups. Performance reached a ceiling at about 4;0 for the typically developing children. For the children with Williams Syndrome, performance remained below chronological age level. The present results are discussed in light of previous findings of a failure to perform name-based categorization in younger children with Williams syndrome and the persistent asynchrony between cognitive and lexical development in this disorder.


2008 ◽  
Vol 29 (4) ◽  
pp. 585-602 ◽  
Author(s):  
NICOLE A. CRAWFORD ◽  
LISA R. EDELSON ◽  
DANIELA PLESA SKWERER ◽  
HELEN TAGER-FLUSBERG

ABSTRACTLanguage samples elicited through a picture description task were recorded from 38 adolescents and adults with Williams syndrome (WS) and one control group matched on age, and another matched on age, IQ, and vocabulary knowledge. The samples were coded for use of various types of inferences, dramatic devices, and verbal fillers; acoustic analyses of prosodic features were carried out, and an independent group of judges provided global ratings of the overall expressiveness of the language. In addition, a standardized measure of social adaptive functioning was administered to the parents of the participants with WS. The findings revealed distinctive developmental trends in the use of expressive content and prosodic patterns by adolescents and adults with WS that were not evident among the controls. Ratings of expressiveness by naive judges of the speech samples produced by the participants with WS were related to parent evaluations of adaptive social communication skills; however, the verbal productions of this group were not judged to be significantly more expressive than those of controls.


2020 ◽  
Vol 12 (2) ◽  
pp. 122
Author(s):  
Philip To Lai

Williams syndrome (WS) is a neurodevelopmental genetic disorder. Of interest to cognitive scientists is the uneven cognitive profile that is characteristic of the syndrome. In spite of mild to moderate intellectual disability, a complex pattern of strengths and weaknesses is found in their cognitive abilities. Strengths are seen in linguistic abilities and facial processing whereas weaknesses include visuo-spatial skills and conceptual reasoning abilities. Numerous anecdotes exist regarding musical abilities in individuals with WS. To elaborate on the neuropsychological profile of WS and particularly to better understand the affinity to music in individuals with WS, the present study examined the perception and production of music in this population. Results revealed that overall, individuals with WS were more expressive than typically developing individuals when they were involved with music. This study serves to further characterize this unique social and cognitive profile of individuals with WS, adding an affinity to music as a characteristic of their phenotype.


2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
Maria Luisa Lorusso ◽  
Michele Burigo ◽  
Alessandro Tavano ◽  
Anna Milani ◽  
Sara Martelli ◽  
...  

It has been shown that abstract concepts are more difficult to process and are acquired later than concrete concepts. We analysed the percentage of concrete words in the narrative lexicon of individuals with Williams Syndrome (WS) as compared to individuals with Down Syndrome (DS) and typically developing (TD) peers. The cognitive profile of WS is characterized by visual-spatial difficulties, while DS presents with predominant impairments in linguistic abilities. We predicted that if linguistic abilities are crucial to the development and use of an abstract vocabulary, DS participants should display a higher concreteness index than both Williams Syndrome and typically developing individuals. Results confirm this prediction, thus supporting the hypothesis of a crucial role of linguistic processes in abstract language acquisition. Correlation analyses suggest that a maturational link exists between the level of abstractness in narrative production and syntactic comprehension.


2017 ◽  
Vol 9 (4) ◽  
pp. 728-740 ◽  
Author(s):  
ANTONIO BENÍTEZ-BURRACO ◽  
ELENA GARAYZÁBAL ◽  
FERNANDO CUETOS

abstractAims. Morphological skills in Williams syndrome (WS) are a controversial issue, particularly cross-linguistically. Methods. We assessed pluralization patterns of nouns, inflection of verbs in the past, and gender assignment, inflection, and agreement within the noun phrase in a sample of Spanish-speaking children with WS compared to typically developing (TD) children matched on mental age (VA-TD) and on chronological age (CA-TD) age. Results. Children with WS attribute grammatical gender correctly in a production task, but they have problems with inferring the referent’s sex from the gender of the noun in a comprehension task. Additionally, they correctly pluralize nouns and properly inflect regular verbs, but they have problems with irregular verbs. Our findings suggest that they have mastered the productive rules, but they perform like younger children regarding irregular items.


SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A15-A15
Author(s):  
Andrea Ricciardiello ◽  
Sharon Naismith ◽  
Angela D’Rozario ◽  
Fiona Kumfor ◽  
Rick Wassing

Abstract Introduction Late-life depression is the most common psychiatric disorder in older adults and is associated with cognitive deficits, however, the role of sleep disturbance in cognitive deficits is poorly defined. In the current study we aimed to examine sleep macro and micro-architecture differences between those with late-life depression and controls. Secondly, we sought to determine how sleep changes relate to clinical memory and executive function measures in those with late-life depression and controls. Methods Using prior clinical data, this retrospective study assessed adults >50 years who had completed an overnight PSG study and comprehensive psychiatric, neuropsychological, and medical assessment. Memory performance was measured using the Weschler Memory Scale logical Memory 1 and 2 components, Rey Auditory Verbal Learning Test (Senior) 30-minute recall and Rey Complex Figure 3-minute recall. Executive function was defined by z scores from Trail Making Test, D-KEFS Stroop Test and Controlled Oral Word Association Test. The sample comprised of 71 depressed participants, defined by a Geriatric Depression Scale score ≥6, and 101 non-depressed participants (GDS <6 and no lifetime history of depression using DSM-IV criteria). Results Contrary to our hypothesis no significant macroarchitectural differences were observed between the groups. Less time spent in slow-wave sleep (SWS) was associated with worse delayed memory recall scores in the depression group (z=.342, p=0.008) although this was not seen in the control group. SWS and slow wave activity (SWA) were not related to measures of executive function performance. Depressed participants demonstrated a reduced level of sleep spindles (Dep= 159 ±142.8, con= 213±163, p=.03) although there were no associations with memory outcomes. Conclusion Compared to younger adults with depression, macroarchitectural differences in those with late-life depression are not as pronounced, due to a reduction of SWS and SWA power as a function of ageing. The efficiency of SWS hippocampal dependent memory processes in depression may be reduced, therefore, more time spent in SWS is related to better memory performance. This study assessed the density of sleep spindles but not spindle and slow wave oscillation coupling which may be more important for hippocampal dependent memory. Support (if any):


2021 ◽  
pp. 014272372098605
Author(s):  
Paola Zanchi ◽  
Laura Zampini ◽  
Luca Pancani ◽  
Roberta Berici ◽  
Mariapaola D’Imperio

This work presents an analysis of the intonation competence in a group of Italian children with cochlear implant (CI). Early cochlear implantation plays a crucial role in language development for children who were born deaf in that it favours the acquisition of complex aspects of language, such as the intonation structure. A story-generation task, the Narrative Competence Task, was used to elicit children’s stories. Narrations produced by 8 early implanted children and by 16 children with typically hearing (TH) (8 one-to-one matched considering the chronological age, TH-CA, and 8 considering the hearing age, TH-HA) were analysed considering intonation features (pitch accent distribution, edge tones and inner breaks). Results show that children with CI produce intonation patterns that are similar to those of both TH-CA and TH-HA control groups. Few significant differences were found only between children with CI and children matched for TH-HA in the use of rising edge tones. These results are discussed in light of the role of cognitive development in using prosody and intonation and the importance of early CI implantation. This study shows for the first time that intonation use of early implanted children is not different from that of typically developing children with the same chronological age.


2012 ◽  
Vol 40 (1) ◽  
pp. 106-138 ◽  
Author(s):  
YONATA LEVY ◽  
ARIELA EILAM

ABSTRACTThis is a naturalistic study of the development of language in Hebrew-speaking children with Williams syndrome (WS) and children with Down syndrome (DS), whose MLU extended from 1·0 to 4·4. Developmental curves over the entire span of data collection revealed minor differences between children with WS, children with DS, and typically developing (TD) controls of similar MLU. Development within one calendar year showed remarkable synchrony among the variables. However, age of language onset and pace of acquisition departed significantly from normal timing. It is argued that in view of the centrality of genetic timing and the network properties of cognition, normal schedules are crucial determinants of intact development. Consequently, with respect to neurodevelopmental syndromes, the so-called ‘language delay’ is indicative of deviance that is likely to impact development in critical ways.


1989 ◽  
Vol 21 (4) ◽  
pp. 413-424 ◽  
Author(s):  
Usha Goswami ◽  
Peter Bryant

Recent research in reading disability has been strengthened by the addition of a reading level (RL) control group to the more traditional chronological age (CA) control group. However, caution is required in interpreting results from these two kinds of control. Only positive results in a RL match and negative results in a CA match are interpretable; negative results in a CA match and positive results in a RL match are not. Furthermore, the RL control group cannot be used to unambiguously determine between specific deficit and developmental lag interpretations of reading disability. It is argued that the use of the RL control can only ever be a first step in research aimed at delineating the causal factors in reading backwardness.


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